State and curriculum in the transition to socialism: the Zimbabwean experience

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Date

Authors

Jansen, Jonathan D.

Journal Title

Journal ISSN

Volume Title

Publisher

The University of Chicago Press

Abstract

Uses a case study of curriculum innovation in Zimbabwe to assess existing explanations of why colonial curriculum content persists in many postcolonial states despite radical policy efforts. Argues for the primacy of conflict, history, and politics as determinants of school curriculum in Third World transition states.

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Keywords

Curriculum development, Educational change, Government role, Politics of education, Educational policy, Developing countries, Conflict, Social change, Cultural differences

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Citation

Jansen, J 1991, ‘The state and curriculum in the transition to socialism: the Zimbabwean experience’, Comparative Education Review, vol. 35, issue 1, pp. 76-91. [http://www.journals.uchicago.edu/CER/home.html]